International Journal of Mobile Learning and Organisation (15 papers in press)
A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach
by Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone
Abstract: With the popularization of broadband and wireless Internet technologies, researchers have attempted to develop mobile device-based learning systems to enable students to seamlessly learning in anywhere and anytime through internet network connections. However, it is difficult for teachers to provide the manner for asking students to share explanations with peers. To cope with this issue, this study proposes an enhanced inquiry-based learning approach for eliciting and sharing knowledge from students investigation of a problem or task. Based on the proposed approach, a ubiquitous learning support system has been implemented in a web-programming course; moreover, an experiment was conducted on university students to evaluate the performance of our approach. By analysing the results from the two groups of students participating in the different systems, it was found that the proposed approach effectively enhanced the students learning achievement and promoted positive perception toward the system. Furthermore, the proposed approach benefited both male and female students in the terms of learning achievement and perceptions.
Keywords: interactive mobile learning environment; knowledge management; higher education; individual difference in education; active learning pedagogy.
Effects of a Personalized Ubiquitous Learning Support System based on Learning Style-Preferred Technology Type Decision Model on University Students SQL Learning Performance
by Jirapipat Thanyaphongphat, Patcharin Panjaburee
Abstract: With the advancement of mobile device and wireless communication technologies, personalized ubiquitous learning support systems providing learning material corresponding student preference have been becoming an important research issue. This study focuses on developing such a learning support system based on learning styles and preferred technology types to recommend a proper digital learning material. A two-step experiment was conducted: the first study, involving 190 university students, explored a learning style-preferred technology type decision model for recommending digital learning material to individual students. The second study, involving 39 university students, empirically evaluated the effectiveness of the decision model-based personalized ubiquitous learning support system and the experiment was based on a pre-test and post-test design. The results of the two-part experiments showed that a) the decision model is able to recommend proper learning material to individual students based on their learning style and preferred technology type, and b) the learning support system demonstrated good performance concerning the gain of knowledge and learning motivations.
Keywords: mobile learning environment; individual difference in education; computer science education; higher education.
A mobile game-based C programming language learning: Results of university students achievement and motivations
by Kannika Daungcharone, Patcharin Panjaburee, Krittawaya Thongkoo
Abstract: Teaching and learning process has been modified from lecture-based learning to be more interesting and motivating learning environment with the use of modern technologies and variety of technological tools. The educational computer game, which is one of the effective learning tools, has been used to support teaching and to motivate learning in various subjects. With less computer game in higher education, especially on C programming language course, this study developed a mobile game for simulating the compiler working with human daily life situations for the C programming language learning. The developed game was conducted on university students for evaluating the overview of students C programming language motivation and learning achievement. Moreover, this study examined the differences of motivation and learning achievement between students who had experience and inexperience with educational computer games.
Keywords: Computer science education; Higher education; Interactive mobile learning environments; Human-computer interface.
The Effect of Using a Semi-Automated Image Processing Mobile Application on Undergrad Students' Perception in Complex Science Experiment
by Jakkrit Junrat, Niwat Srisawasdi, Kanda Saikaew
Abstract: Certain scientific education experiments require calculation and analysis, which take multiple steps and a large amount of time. It would be more effective in science lab learning if we could apply a mobile device technology to help students deal with complicated steps in the scientific analysis. SDS-PAGE is a basic protein analysis for several applications, such as disease markers or drug targets in medicine. SDS-PAGE users have to calculate the protein molecular weight before performing a further step, but the traditional approach consists of several complex steps, such as taking a logarithm of every single molecular weight of standard markers. This article implemented and evaluated a novel method for calculating the protein molecular weight on SDS-PAGE using a mobile app and applied it to a science lab experiment to support learning from anywhere at any time. The experimental results showed that the average protein molecular weight calculation time of the mobile app approach was significantly lower than the traditional approach. In addition, based on the perception questionnaire, it was found that the protein learning time was reduced and user satisfaction was increased.
Keywords: Mobile Learning; Ubiquitous Learning; Science Experiments; Electrophoresis; SDS-PAGE Gel Analysis.
EFFECTIVENESS OF THE NEW GENERATION E-BOOK APPLICATION FOR MOBILE PHONES IN IMPROVING THE CONCEPTUAL MASTERY OF KINEMATICS
by Parlindungan Sinaga, Amsor Amsor, Febby Cahyanti
Abstract: This research aims to develop a new generation e-book application for mobile phones and determine its effectiveness in improving students conceptual mastery as compared to paper based-books. The research and development method was adopted in this study. The participants involved 76 secondary school students sampled using the purposive sampling technique, divided equally into the experimental and control classes. The instruments used included tests on the conceptual mastery of the topics of linear motion and circular motion and a four-rating scale questionnaire. The data were analyzed using t-test. The results showed a significant difference in the conceptual mastery of the experimental and control classes. It was found that the improved conceptual mastery of the experimental and control class was influenced by the topics, presumably caused by the different amounts and variations of the static and dynamic representational modes used.
Keywords: new-generation e-book; effectiveness; conceptual mastery; mobile phones; kinematics; improving.
A Methodology for Designing Mobile, Pervasive, Seamless and IoT based-Learning Scenarios: Language, Process and Supporting Tools
by Jihene Malek, Mona Laroussi, Mariem Nefzi, Henda Ben Ghezala
Abstract: A significant interest and a considerable attention have been given, in recent years, to the mobile pervasive and the Internet of Things (IoT) throughout different fields such as education. However, there are only few empirical examples regarding the use of those technologies in learning design and there is a scarcity of theoretical researches and studies within the literature. This paper seeks to fill this gap by investigating features required in designing such TEL scenarios and by proposing a methodology that allows teachers to design, simulate, enact and track, innovative learning scenarios. The strengths of our approach lie in the fact that it takes into account both design and run-time phases by combining mobile and IoT Key elements, Model-driven development, Activity theory and Tin-Can Api specification. We have conducted two researches at the Tunisian Bardo National Museum to verify the utility of applying the proposed methodology. The paper concludes with a discussion of how the methodology meets the challenges.
Keywords: Mobile learning; ubiquitous learning; learning design; modeling and simulation; interactive learning environments; computer-assisted instruction.
LEARNING THROUGH MOBILE DEVICES: LEVERAGING AFFORDANCES AS FACILITATORS OF ENGAGEMENT
by Brenda Eschenbrenner, Fiona Fui-Hoon Nah
Abstract: With the continued and growing popularity of learning through mobile devices, the need for identifying facilitators of effective learning remains critical. Learning through mobile devices is unique in that it presents new challenges, such as the small or limited screen size for presenting learning content and the need for adaptive interface design. Hence, one needs to identify and develop positive affordances that can facilitate learner engagement and address negative affordances to generate the most positive learning and performance outcomes. This paper provides theoretical perspectives as well as reviews the literature to identify the most relevant considerations of design affordances in a mobile learning context. We synthesize the findings from the literature to propose an affordance-centric development framework to guide future research and practice, as well as put forth recommendations for learning through mobile devices.
Keywords: Mobile learning; affordances; engagement; design; cognitive load.
Lessons Learned from Integrating Concept Mapping and Gaming Approaches into Learning Scenarios using Mobile Devices: Analysis of an Activity for a Geology Course
by Gwo-Jen Hwang, Hsin-Yu Lee, Chih-Hung Chen
Abstract: In this study, an integrated concept mapping and gaming-based learning approach was proposed to support mobile learning activities. To investigate the effects of the interaction between concept mapping and gaming on the participants mobile learning outcomes, a quasi-experimental design was adopted and conducted for a learning activity of the elementary school course unit knowing the representative rocks in different geographical locations in Taiwan. The participants were divided into three experimental groups and one control group. The experimental groups used the integrated concept mapping and gaming-based mobile learning approach, the gaming-based mobile learning approach, and the integrated concept mapping and guidance-based mobile learning approach, respectively. On the other hand, the control group used the conventional guidance-based mobile learning approach. The experimental results showed that no interaction was observed between the gaming approach and the concept mapping approach. Furthermore, it was found that the concept mapping approach was not beneficial for students learning achievement, while the gaming approach significantly improved their learning motivation, learning satisfaction, and flow experience. Finally, discussion is provided to explain the findings, in particular, to infer why concept mapping did not achieve the expected positive impacts, as a reference for future studies.
Keywords: teaching/learning strategies; elementary education; applications in subject areas; interactive learning environments.
Special Issue on: Technological Transformations in Open and Innovative Education in the Mobile Era
Matching of compatible different attributes for compatibility of members and groups
by Pratya Nuankaew, Punnarumol Temdee
Abstract: The compatibility of members and groups requires the appropriate matching method which depends on the level of attitudes toward the components of the mentoring system. Generally, the mentoring system consists of two roles, including the mentor and the mentee. Identifying these compatible roles in an online community is challenging. This paper proposes a matching model for classifying the compatibility of mentors and mentees in a large group of members by using compatible different attributes, which consist of 24 attributes of attitude towards similarities and dissimilarities attributes between those two roles. The data was collected from 32 mentors and 205 mentees at four universities including Mae Fah Luang University, University of Phayao, Chiang Rai Rajabhat University, and Rajabhat Maha Sarakham University. The collected data was classified by two primary classifiers, k-means and k-medoids, to compare the classification results. Overall, the comparison results showed that k-medoids provided better classification results than k-means.
Keywords: mentoring model; online mentoring; compatibility different attribute; classification.
Developing social entrepreneurs through distance education: the value of commitment and interactivity with the learning community
by Marta Solórzano-García, Julio Navío-Marco
Abstract: Given that the creation of successful interactions and collaboration networks develops into sustainable and successful social entrepreneurial organisations, learning communities can serve as an ideal environment to train students in social entrepreneurship. This paper describes massive open online learning communities as an appropriate methodology for the distance teaching of social entrepreneurship and how the students on a massive online open course in social entrepreneurship commit to the learning community generated in this virtual environment. Data from a pioneer social entrepreneurship massive open online learning communities were analysed using three statistical methodologies. The analysis demonstrates that a student's commitment to the distance learning community is directly related to his degree of participation, the rewards received, his correspondence with the other students and recognition from the other members of the community.
Keywords: social entrepreneurship; distance education; commitment; online interaction; learning communities; mobile learning; massively open online courses; MOOC; social network analysis; social constructivism; collaborative learning; statistical analysis; learning engagement; social presence; digital badgets.
The effects of mobile learning for nursing students: an integrative evaluation of learning process, learning motivation, and study performance
by Kam Cheong Li, Linda Yin-King Lee, Suet-Lai Wong, Ivy Sui-Yu Yau, Billy Tak-Ming Wong
Abstract: This paper reports a study on the relationships between the variables of nursing students' learning motivation, perception of their mobile learning practice and their study performance. A total of 225 undergraduate nursing students participated in the research. They used a mobile app for fostering clinical knowledge and skills acquired in class, and took part in a questionnaire survey as well as a before-and-after test of their study performance. The results showed that, despite a statistically significant improvement in their study performance after using mobile devices for learning, this improvement was positively correlated with only some of the motivational factors (i.e., mastery goal orientation and intrinsic value) and certain variables (e.g., learners' prior knowledge) in the Framework for the Rational Analysis of Mobile Education used for conceptualising mobile learning. Also, the results of factor analysis suggested three latent factors among all the variables in the model.
Keywords: m-learning; mobile learning; nursing education; nursing students; FRAME model; learning process; learning motivation; study performance.
Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016
by Ching-Yi Chang, Gwo-Jen Hwang
Abstract: The application of mobile learning and the use of game-based instructional strategies have been demonstrated as promoting students' learning performances and motivation. Over the past decade, many researchers and educators have integrated mobile technology and the features of gaming into their instructional designs; however, there has been little systematic review of the applications and trends in mobile technology-supported gaming. In the present study, related international journal publications from 2007 to 2016 were reviewed by searching the WOS database. The aim of this literature review was to highlight the research domain and issues of promoting game-based learning in future mobile technology. Based on this review, trends in mobile game-based learning are proposed from various aspects, such as the adoption of mobile technologies, gaming types, application domains, learning strategies, research issues, research methods, and participants. Accordingly, several suggestions are given for future studies.
Keywords: digital game-based learning; mobile learning; ubiquitous learning; mobile games; educational games; technology-enhanced learning; computer-assisted learning; mobile games; mobile apps; mobile devices.
A bibliometric analysis of m-learning from topic inception to 2015
by Monther M. Elaish, Liyana Shuib, Norjihan Abdul Ghani, Ghulam Mujtaba, Nader Ale Ebrahim
Abstract: Mobile learning is a promising and widely adopted mode of education nowadays. However, to the best of our knowledge, there have been no studies that have investigated publications on the use of mobile learning in the Thomson Reuters Web of Science (WoS) through bibliometric analysis. This study aims to provide readers with statistical information to obtain a deep understanding of this domain. The results show that 3087 mobile learning publications have been published since 1982. As a result, the study has compared and determined the possible ways for researchers and authors to improve the citation rate of their publications on m-learning and to gain a deeper understanding of the field of mobile learning by studying the number of publications and country, the number of authors, the keywords, the number of references, the number of pages, the journal, the authors' publications, and the number of citations. Additionally, other bibliometric results are discussed.
Keywords: mobile learning; m-learning; web of science; bibliometric.
Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences
by Michail Kalogiannakis, Stamatios Papadakis
Abstract: Mobile technology is one of the dominating trends of educational applications for new technologies. Adapting smart mobile devices to teach the natural sciences in preschool education depends to a great extent, on whether the kindergarten teachers themselves believe that smart mobile devices contribute positively to their teaching methods. The current study uses the Technology Acceptance Model (TAM) to examine how the skills of pre-service kindergarten teachers' in ICT (Information and Communication Technologies) and their attitude towards the use of mobile devices affect their willingness to use smart mobile devices to teach natural sciences in kindergarten. The survey participants comprised 75 students from a Greek university, and several constructs related to technology acceptance were measured. As there are many ICT tools that teachers can use to support teaching and learning, the results indicate that the pre-service teachers' attitude toward the usefulness of mobile learning in the teaching process has the strongest influence on their intention to adopt mobile learning followed equally by perceived ease of use.
Keywords: pre-service kindergarten teachers; natural sciences; mobile devices.
Special Issue on: TALE2017 Innovative Engineering Education for Smarter World
Primary School Students Intrinsic Motivation to Plugged and Unplugged Approach to Develop Computational Thinking
by Shan Jiang, Gary K.W. Wong
Abstract: This paper compared primary school students intrinsic motivation to plugged and unplugged approach to develop computational thinking using a revised Intrinsic Motivation Inventory. A total of 400 fourth-graders who have completed a school-provided coding course participated in the study. The revised instrument examined students motivation of the two learning approaches from four dimensions: interest, perceived competence, value, and relatedness. The main findings of the study are: (1) primary school students show moderate to high motivation to learn computational thinking through both plugged and unplugged approach; (2) compared to unplugged approach, students gain higher perceived competence from plugged approach; (3) the revised Intrinsic Motivation Inventory has good psychometric properties in the context of computational thinking except for the close correlation among different dimensions.
Keywords: Computational thinking; coding education; programming; K-12.